MEM 621: CURRICLUM THEORIES AND EDUCATION NAZARENE UNIVERSITY MASTER OF EDUCATION (M.

ED)

COURSE OUTLINE COURSE DESCRIPTION The course covers: The broad curriculum concepts and terminologies; dimensions of the school curriculum, approaches to curriculum development, and foundations of curriculum; models of curriculum design and development, curriculum development cycle, and contemporary issues in curriculum. Course Objectives By the end of the course, you should be to: 1. Explain the concepts and terminologies in Curriculum Development. 2. Describe the dimensions of the curriculum 3. Discuss the basic approaches to curriculum development 4. Discuss the foundations of curriculum 5. Explain the of curriculum design models 6. Describe the curriculum development cycle 7. Discuss issues related to curriculum development Methods of evaluation The evaluation procedure includes continuous assessment tests (CATs) to account for 50% and a final examination to account for 50%. The pass mark is 50%.

COURSE CONTENT 1.0: Introduction - Concepts and terminologies in curriculum development 2.0: Dimensions of the School Curriculum Dimensions of the school curriculum Types of curriculum Curriculum as a process

3.0: Approaches to Curriculum development Subject-Centred design Broad-Fields design Learner-Centred design Core-Curriculum design Social problem approach

- Role of various individuals/organizations in curriculum development 4.0 Foundations of the School Curriculum Historical Foundation Philosophical Foundation Sociological Foundation Psychological Foundation

5.0 Models of Curriculum Design Tyler model (1949) Taba model (1962) Wheeler model (1967) Kerr model (1968) The K.I.E. model

7.0 Curriculum Development cycle Curriculum development process

8.0 Issues related to Curriculum development Education for peace Gender issues Environmental education HIV/AIDS Drug Abuse

9.0: Revision and Examinations

REFERENCES 1. Ayot, H.O. and Patel, M.M. (1992). Instructional Methods. Nairobi. EREP. 2. Bloom, B.A. (1956).Taxonomy of Educational Objectives: The Classification of Educational Goals. New York. London 3. Brian, P.H. (1973). Value Clarification as a Learning Process. New York. Paulist Press. 4. Brown, R.N. et al... (1994). Curriculum and Instruction: An Introduction to Methods of Teaching. 5. Percival, F. H.I. Ellington and P. Race (1993). Handbook of Educational Technology (3rd ed.), Kogan Page, London.

6. Romiszowski, A. J. (1988). Designing Instructional Systems (2nd ed.), Kogan Page, London. 7. R.M. Gagn, R.M. ed. (1987). Instructional Technology: Foundations. Lawrence Erlbaum, Hillsdale, N.J. USA. 8. D. Harris and C. Bell (1986). Evaluating and Assessing for Learning. Kogan Page, London. 9. Nixon, J (1992). Evaluating the Whole Curriculum. Open University, Milton Keynes. 10. Shiundu , J. & Omulando, J. (1992). Curriculum Theory and Practice in Kenya. Oxford University Press. Kenya 11. Taba, H. (1962). Curriculum Development: Theory and Practice. New York. Harcourt Brace and World Inc.

12. Wheeler, D. K. (1967). The Curriculum Process. London. University of London Press.